Designing Model of Mathematics Instruction Based on Computational Thinking and Mathematical Thinking for Elementary School Student
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| Title: | Designing Model of Mathematics Instruction Based on Computational Thinking and Mathematical Thinking for Elementary School Student |
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| Language: | English |
| Authors: | Rina Dyah Rahmawati, Sugiman, Muhammad Nur Wangid, Yoppy Wahyu Purnomo |
| Source: | Mathematics Teaching Research Journal. 2024 16(1):143-166. |
| Availability: | City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://mtrj.commons.gc.cuny.edu/ |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Mathematics Instruction, Teaching Methods, Computation, Thinking Skills, Elementary School Students, International Assessment, Foreign Countries, Achievement Tests, Elementary School Mathematics, Scores, Instructional Design, Learning Processes, Mathematics Activities |
| Geographic Terms: | Indonesia |
| Assessment and Survey Identifiers: | Program for International Student Assessment |
| ISSN: | 2573-4377 |
| Abstract: | In this new era, computational thinking is becoming increasingly intriguing for indepth study. The 2022 PISA framework illustrates that computational thinking can play a significant role in solving real-world mathematical problems, both in formulating problems and in mathematical reasoning processes. Many countries have integrated computational thinking into their curricula, starting as early as elementary education. The 2022 PISA framework marks the first time that substantial attention has been given to the intersection between computational thinking and mathematical thinking. Consequently, research was conducted to analyze the validation process, practicality, and effectiveness of using integrated computational thinking and mathematical practical design thinking to enhance students' computational thinking skills. The research results demonstrate that the integrated computational thinking and mathematical thinking learning design are highly suitable for implementation. According to expert judgment, its validity rate is 95.5%, with a practicality score of 93.75%. The instructional design applied in this study has proven to be effective in enhancing the computational thinking skills of elementary school students. It's important to note that this research is limited to elementary school students, and further studies are needed to explore this topic at higher education levels. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1427410 |
| Database: | ERIC |
| Abstract: | In this new era, computational thinking is becoming increasingly intriguing for indepth study. The 2022 PISA framework illustrates that computational thinking can play a significant role in solving real-world mathematical problems, both in formulating problems and in mathematical reasoning processes. Many countries have integrated computational thinking into their curricula, starting as early as elementary education. The 2022 PISA framework marks the first time that substantial attention has been given to the intersection between computational thinking and mathematical thinking. Consequently, research was conducted to analyze the validation process, practicality, and effectiveness of using integrated computational thinking and mathematical practical design thinking to enhance students' computational thinking skills. The research results demonstrate that the integrated computational thinking and mathematical thinking learning design are highly suitable for implementation. According to expert judgment, its validity rate is 95.5%, with a practicality score of 93.75%. The instructional design applied in this study has proven to be effective in enhancing the computational thinking skills of elementary school students. It's important to note that this research is limited to elementary school students, and further studies are needed to explore this topic at higher education levels. |
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| ISSN: | 2573-4377 |
